Attachment X
Teacher Ninth Session
Mid-implementation Survey
OMB No. 0920-0783
Exp. Date: 06/30/2011
Teacher Ninth Session
Mid-Implementation Survey
Introduction
This survey is part of a research study for the Centers for Disease Control and Prevention (CDC). The survey is being collected by RTI International, a nonprofit research organization in North Carolina. RTI is conducting this study for CDC.
Purpose
The purpose of the survey is to allow the CDC to gather some important information concerning the effectiveness of Safe Dates and how best to address teen dating violence within schools. About 100 teachers are expected to complete it.
Your perspective is very important to us.
You have been selected for this study because of your school’s involvement in the “Evaluation of the Safe Dates” project. Because of your background and experience as a teacher, your opinions and impressions are particularly important to us. This is the second of two mid-implementation surveys you will receive. It is expected to take about 15 minutes to complete. We know that your time is valuable, so we’ve limited our questions to those we consider the most important.
Privacy:
All answers you provide will be kept private. Findings will be summarized in aggregated form to protect the identity of participating individuals and schools.
Possible Risks or Discomforts:
You should not experience any risks from taking the survey.
Benefits:
There are no direct benefits to participating in this study.
Your Questions
Questions may be directed to Eric Finkelstein at RTI (1-800-RTI-1958 x8074) or Olivia Ashley at RTI (1-800-RTI-1958 x6427). If you have any questions about your rights as a participant, you may call RTI’s Human Research Protections Office (1-866-214-2043). If you have questions about the survey or experience technical difficulties, you may contact Kiersten Strombotne at RTI (1-800-RTI-1958 x6743).
Consent:
Your participation in this survey is voluntary. Selecting the consent to participate link below indicates that you have read the information provided above and have freely decided to participate in this research. By agreeing to participate in this research, you are not giving up any of your legal rights.
Please select the appropriate option below.
__ I consent to participate in the study.
__ I DO NOT consent to participate in the study.
[If consent is given, continue with survey]
[If no consent is given, screen reads “Thank you for your consideration”]
We thank you for your willingness to participate in the evaluation of the Safe Dates program. You are taking a leading role in helping us increase our knowledge about the Safe Dates program and how best to address teen dating violence within schools.
We are seeking your first impressions and reactions.
Please provide responses based on what you know or what you think. Feel free to use the ‘don’t know’ option as needed. There are no “right” or “wrong” answers.
We recommend that you work quickly without puzzling or worrying about your responses to individual questions. We are aware that some questions may appear to be repetitive, but it is necessary to ask a variety of questions to obtain reliable and accurate information about the topics addressed in the questionnaire.
Background Information: Please provide the following information so that we a) can match your answers to this survey with those on follow-up surveys b) describe study participants, and c) group responses according to title, school, etc. The confidentiality of the information you provide is guaranteed.
12. Your title: _______________________
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13. Duration of a health class period: ______ minutes. |
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14. |
Which of the following options best describes how the Safe Dates (SD) Program is being incorporated into your school's broader health or prevention curriculum?
____ The lessons in the Safe Dates course are taught as an intact unit (e.g., the 9 lessons presented consecutively) ____The lessons in the Safe Dates course are NOT taught as an intact unit (e.g., individual lessons will not be presented consecutively) ____There are no set plans about whether the Safe Dates course will be taught as an intact unit.
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The Safe Dates curriculum is designed to be taught in the form of nine, 50-minute lessons. Please indicate the actual kickoff date and a likely completion date for teaching the 9- session Safe Dates curriculum.
The actual kick-off date for the Safe Dates Curriculum was (mm/dd/yy): _______________
The estimated completion date for the Safe Dates Curriculum is (mm/dd/yy): ____________
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17. |
Thinking back to the first five lessons in the Safe Dates curriculum, for how many of those lessons did you follow the curriculum guide to the letter?
____ None of the first five Safe Dates lessons ____ 1 of the first 5 ____ 2 of the first 5 ____ 3 of the first 5 ____ 4 of the first 5 ____ All five of the first 5 Safe Dates lessons
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Instructions: Using the scale provided below, please indicate the extent to which you agree or disagree with each of the following statements. Enter the number that most closely reflects your response in the space provided next to each phrase. Enter “dk” if you don’t know.
Strongly Disagree |
Disagree |
Somewhat Disagree |
Neither Agree nor Disagree |
Somewhat Agree |
Agree |
Strongly Agree |
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Don’t Know |
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1 |
2 |
3 |
4 |
5 |
6 |
7 |
dk |
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The Safe Dates program must be implemented in a precise and prescribed manner in order to be effective. |
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In my view, formal training is needed in order for teachers to do a good job implementing the Safe Dates program. |
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The Safe Dates program is complicated to implement correctly. |
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I have implemented the Safe Dates program exactly as has been prescribed by its developers. |
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I followed the curriculum guide to the letter in the process of teaching the Safe Dates program. |
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The only reason that I am teaching the Safe Dates program is because I have to. |
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I added classroom activities to one or more Safe Dates lesson. |
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The district office has been very supportive of this school's efforts to implement the Safe Dates program. |
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It is not clear who is leading this school's efforts to implement the Safe Dates program. |
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If needed, teachers have access to experts who know how to implement the Safe Dates program. |
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Clear and specific goals have been established pertaining to the implementation of the Safe Dates program during the course of the study. |
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School administrators adequately address the concerns of teachers charged with implementing the Safe Dates program. |
_______ |
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This school has the resources necessary to support the ongoing implementation of Safe Dates. |
_______ |
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Teachers involved in implementing the Safe Dates program get recognition from their supervisors. |
_______ |
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The administration monitors how things are going with the implementation of the Safe Dates program. |
_______ |
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Teachers are not speaking up although they harbor serious doubts about the effectiveness of Safe Dates. |
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Overall, students seem to like the Safe Dates program. |
_______ |
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Instructions: Using the scale provided below, please indicate the extent to which you agree or disagree with each of the following statements. Enter the number that most closely reflects your response in the space provided next to each phrase. Enter “dk” if you don’t know.
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Most students seemed interested in the material presented in the Safe Dates program. |
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Adaptations can be made in how the Safe Dates program is implemented without jeopardizing its effectiveness. |
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The curriculum guide is sufficient to prepare the average teacher to do a good job implementing the Safe Dates program. |
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It is easy to prepare teachers to implement the Safe Dates program as recommended by experts. |
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I have made modifications in the Safe Dates program while teaching one or more of the first five lessons. |
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I rarely followed the curriculum guide in the process of teaching Safe Dates lessons. |
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I am teaching the Safe Dates curriculum because I want to. |
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I added material to one or more of the first five Safe Dates lessons. |
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The school board has been very supportive of this school's efforts to implement the Safe Dates (prevention) program. |
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There was not enough time to adequately plan for the implementation of the Safe Dates program at this school. |
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Training is available to any teacher who needs guidance in order to implement Safe Dates as prescribed by experts. |
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The school administration has clearly communicated its expectations pertaining to the implementation of the Safe Dates program during the course of the study. |
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School administrators insure that everything necessary for the implementation of Safe Dates is made available to teachers. |
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The school has the manpower necessary to support the ongoing implementation of Safe Dates. |
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Teachers are given positive feedback for contributing to the implementation of the Safe Dates program. |
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The administration holds meetings with teachers to review how the implementation of Safe Dates is going. |
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Teachers are encouraged to speak openly about the strengths and weaknesses of the Safe Dates program from the Prevention Coordinator and/or teachers. |
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The Prevention Coordinator seems to like the Safe Dates program. |
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Overall, students seemed engaged in Safe Dates classroom activities. |
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Some components of the Safe Dates curriculum have to be implemented as recommended but others do not. |
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In my view, the average teacher is likely to need follow-up training or coaching in order to do a good job implementing the Safe Dates program. |
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There are one or more reasons why it’s difficult for teachers to implement the Safe Dates program at this school. |
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I have implemented the most important elements of the Safe Dates program as it has been described in the curriculum manual. |
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Instructions: Using the scale provided below, please indicate the extent to which you agree or disagree with each of the following statements. Enter the number that most closely reflects your response in the space provided next to each phrase. Enter “dk” if you don’t know.
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I taught the material exactly as specified in the Safe Dates curriculum guide. |
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I made modifications in the course of teaching the Safe Dates program. |
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Parents generally have been very supportive of this school's efforts to implement the Safe Dates program. |
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The implementation of the Safe Dates program has not been well coordinated at this school. |
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If questions arise about implementing the Safe Dates program, teachers have ready access to needed information. |
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Teachers who are responsible for implementing the Safe Dates program have a clear understanding of their roles and responsibilities. |
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Teachers responsible for implementing Safe Dates believe they are given the tools and resources they need to do so effectively. |
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We do not have the resources necessary to implement the Safe Dates program on a long-term basis. |
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Teachers responsible for implementing the Safe Dates program know their efforts are appreciated by this school. |
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The administration gets regular progress reports about the implementation of the Safe Dates program. |
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Often teachers feel pressured not to “rock the boat” by speaking their minds about the pros and cons of the Safe Dates curriculum. |
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School administrators appear to like the Safe Dates program. |
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Students frequently asked questions during Safe Dates classes. |
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Teaching Safe Dates exactly as it was developed by experts is critical to getting expected results. |
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After reviewing the curriculum guide, the average teacher will be well-equipped to do a good job implementing the Safe Dates program. |
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It is easy to implement the Safe Dates program correctly on a consistent basis. |
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The way I am implementing Safe Dates departs significantly from what is described in the curriculum manual. |
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I made modifications in the activities used to teach the Safe Dates program. |
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The School principal has been very supportive of this school's efforts to implement the Safe Dates program. |
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The individual in charge of leading the effort to implement the Safes Dates program lacked some important skills. |
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Technical assistance is available to teachers who are responsible for teaching Safe Dates. |
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School administrators do a good job removing barriers that interfere with teaching the Safe Dates program exactly as prescribed. |
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This school has the resources necessary to support the initial implementation of Safe Dates. |
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Top administrators provide encouragement to teachers involved in implementing the Safe Dates program. |
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The administration pays close attention to the progress being made related to implementing the Safe Dates program. |
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Instructions: Using the scale provided below, please indicate the extent to which you agree or disagree with each of the following statements. Enter the number that most closely reflects your response in the space provided next to each phrase. Enter “dk” if you don’t know.
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Overall, parents seem to like the Safe Dates program. |
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Student comments suggested there was genuine interest in the topics presented in the Safe Dates program. |
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The Prevention Coordinator has been very supportive of this school's efforts to implement the Safe Dates program. |
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One class period provides enough time to implement an entire Safe Dates lesson as prescribed by program developers |
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The existing violence-prevention policies at this school are very effective. |
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There is a substantial amount of scientific evidence that indicates Safe Dates is effective in reducing dating violence. |
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Little effort has been directed to overcoming obstacles that got in the way of implementing the Safe Dates program as prescribed. |
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The school has the resources to support the implementation of the Safe Dates program BUT ONLY during the course of the study. |
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Students have been very supportive of this school's efforts to implement the Safe Dates program. |
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One class period is sufficient to complete the activities recommended for one Safe Dates lesson. |
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The existing violence-prevention policies at this school are very effective. |
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The scientific evidence is strong that supports the effectiveness of Safe Dates. |
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Not enough attention was given to monitoring the early stages of implementing the Safe Dates program at this school. |
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The school does not have the resources necessary to support the implementation of the Safe Dates program during the course of the study. |
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There was not enough time to adequately prepare for teaching individual lessons in the Safe Dates program |
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One class period is sufficient to present the material associated with one Safe Dates lesson |
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The violence-prevention programs and classes at this school are very effective. |
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There is convincing scientific evidence which suggests that Safe Dates is effective in reducing dating violence. |
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This school takes a comprehensive approach to reducing the incidence of violence among our students |
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INSTRUCTIONS: The Safe Dates curriculum addresses the topic of dating violence and recommends approaches for reducing its occurrence. Whether or not you have had the chance to review the Safe Dates Teacher Manual/Curriculum guide, please carefully read each statement and indicate how much confidence you have that you could accomplish each of these tasks using the 5-point shown below. Enter “dk” if you don’t know.
No confidence at all |
Very little confidence |
Some confidence |
A lot of confidence |
Complete confidence |
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Don’t Know
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1 |
2 |
3 |
4 |
5 |
dk |
HOW MUCH CONFIDENCE DO YOU HAVE THAT YOU CAN:
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Teach the 9 lessons in the Safe Dates program after reading the teacher manual/curriculum guide |
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See to it that the recommended Safe Dates student poster contest is implemented for students in your class. |
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See to it that the recommended Safe Dates student play is performed by students in your class. |
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Persuade students in your Safe Dates class to actively participate in role-playing exercises. |
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Persuade students in your Safe Dates class to work together as a group on Safe Dates group exercises. |
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Persuade students in your class to participate in classroom discussions about the topic of dating violence. |
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Teach the lessons in the Safe Dates program in strict accordance with the curriculum guide. |
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Implement the activities in the Safe Dates program in strict accordance with the curriculum guide. |
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Comfortably present information to your students about preventing sexual violence. |
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Instructions: Using the scale provided below, please indicate the extent to which each of the following describes the implementation of the Safe Dates curriculum at this school. Enter the number that most closely reflects your response in the space provided next to each phrase. Enter “dk” if you don’t know.
No Extent/ Not at all |
Very Small Extent |
Small Extent |
Moderate Extent |
Considerable Extent |
Great Extent |
Very Great Extent |
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Don’t Know |
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2 |
3 |
4 |
5 |
6 |
7 |
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…have changes in school leadership hindered the implementation of the Safe Dates program? |
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…has teacher turnover hindered the implementation of the Safe Dates program? |
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…has lack of clarity about goals and plans hindered the implementation of the Safe Dates program? |
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…has lack of clarity about how to implement parts of the Safe Dates program hindered its overall implementation? |
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…has lack of resources hindered the implementation of the Safe Dates program? |
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…have internal coordination problems hindered the implementation of the Safe Dates program? |
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…has interference by outside groups hindered the implementation of the Safe Dates program? |
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…has resistance from students hindered the implementation of the Safe Dates program? |
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Instructions: Using the scale provided below, please indicate the extent to which each of the following describes the implementation of the Safe Dates curriculum at this school. Enter the number that most closely reflects your response in the space provided next to each phrase. Enter “dk” if you don’t know.
No Extent/ Not at all |
Very Small Extent |
Small Extent |
Moderate Extent |
Considerable Extent |
Great Extent |
Very Great Extent |
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Don’t Know |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
dk |
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…have scheduling problems hindered the implementation of the Safe Dates program? |
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…has resistance from key school personnel hindered the implementation of the Safe Dates program? |
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…does this school continue to require technical assistance from outside experts in order to implement Safe Dates as recommended? |
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….is this school capable of continuing to implement the Safe Dates program as designed without technical assistance from outside experts? |
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…does this school possess the expertise needed to continue to implement Safe Dates program without help form outside experts? |
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File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
Author | Diane M. Hall |
File Modified | 0000-00-00 |
File Created | 2021-02-01 |